Supporting Indigenous language revitalisation through collaborative postsecondary proficiency-building curriculum

Simple item page
dc.contributor.authorCzaykowska-Higgins, Ewa
dc.contributor.authorBurton, Strang
dc.contributor.authorMcIvor, Onowa
dc.contributor.authorMarinakis, Aliki
dc.date.accessioned2018-05-14T18:49:47Z
dc.date.available2018-05-14T18:49:47Z
dc.date.copyright2017en_US
dc.date.issued2017
dc.description.abstractOne contemporary strategy for reversing language shift undertaken by Indigenous communities includes engaging with educational institutions. In Canada language revitalisation strategies in Indigenous communities increasingly include adult language courses and programmes, often delivered through partnerships between communities and post-secondary institutions. A challenge for revitalisation strategies at the post-secondary level is creating programmes founded in Indigenous educational traditions and values within largely Euro-Western focused institutions that have themselves played a role in the colonisation of Indigenous communities. A component of shifting the legacy of colonial power relations and building Indigenous-based programmes in post-secondary institutions is to ensure these programmes are explicitly informed by, support, and respond to community needs, goals and perspectives. Here we provide a brief description of the Indigenous language revitalisation programmes offered at the University of Victoria (Canada), which seek to support the creation of new adult speakers and teachers. Our description begins with the context for the development of these programmes, and then focuses on exemplifying and discussing an Indigenous Language Teachers’ Package curriculum resource developed to support community-based language instructors as they work towards meeting their students’ proficiency-building goals. By outlining some of the complex factors taken into consideration, challenges faced, and sharing one university team’s responses to community needs, goals, and perspectives, we aim to contribute to the growing scholarship on post-secondary proficiency-focused Indigenous language programming.en_US
dc.description.reviewstatusRevieweden_US
dc.description.scholarlevelFacultyen_US
dc.identifier.citationCzaykowska-Higgins, E., Burton, S., McIvor, O., & Marinakis, A. (2017). Supporting Indigenous language revitalisation through collaborative post-secondary proficiency-building curriculum. In Wesley Y. Leonard & Haley De Korne (eds). Language Documentation and Description, vol 14. London: EL Publishing. pp. 136- 159en_US
dc.identifier.urihttp://www.elpublishing.org/itempage/155
dc.identifier.urihttp://hdl.handle.net/1828/9372
dc.language.isoenen_US
dc.publisherLanguage Documentation and Descriptionen_US
dc.subjectproficiency-buildingen_US
dc.subjectIndigenous second language learningen_US
dc.subjectcurriculum resources for Indigenous languagesen_US
dc.subjectlanguage revitalisation and reclamationen_US
dc.titleSupporting Indigenous language revitalisation through collaborative postsecondary proficiency-building curriculumen_US
dc.typeArticleen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Ewa_Czaykowska-Higgins_LangDocDescrip_2017.pdf
Size:
603.87 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Faculty Publications (Education)
NEȾOLṈEW̱ ‘one mind, one people’: Indigenous Language Research Network
 
University of Victoria Libraries

We acknowledge and respect the Lək̓ʷəŋən (Songhees and Esquimalt) Peoples on whose territory the university stands, and the Lək̓ʷəŋən and W̱SÁNEĆ Peoples whose historical relationships with the land continue to this day.